CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
In relation to the conclusions above, the writer suggests that:
1. The English teachers should use of Culture Oriented Materials to increase their students’ reading comprehension achievement.
2. English teacher should be more creative in choosing the culture oriented materials in teaching reading comprehension.
3. The role of the English teacher to manage the materials for reading comprehension is very important. The teacher should be creative to arrange and comprehend the strategy to develop the students’ comprehend in teaching reading especially in teaching young learners.
4. Culture is Material used to teach young learners so Culture Oriented Materials can be used in Senior High school.
5. The weakness of material development when the material is not presented and arrange well. It can affect to the students interest, the student will feels bored.
In addition, students are difficult to do when they are given some examples relate to the material which the teacher gave. This research is still need validation from the next researcher that has the same topic with this study.
BIBLIOGRAPHY
Alexander, J. Still. 1998. Teaching Reading. Boston : Scoot Foresman and Company.
Bellafiore, Joseph. 1996. English Language Art, USA; Amsco School Publication Inc.
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Prentice Hall. Inc.
Demir, Y. 2012. The Effect of Background Knowledge and Cultural Navization on Reading Comprehension and Vocabulary Interference. Journal of educational and instrumental studies in the world, 2(4), 188-189.
Futher, Steinberg. 1982. The Relationship Between Anxiety and Oral Performance in a Foreign Language. Unpublished MA thesis. Universityof Texas.
Garth-McCullough, R. 2008. Untapped Cultural Support : The Influence of Culturally Bound Prior Knowledge on Comprehension Performance.
Read Horiz, 49(1), 1-30
Gay, L.R. 1981. Educational Research. New York: Prentice Hill Inc.
Gay, L.R. 1987. Educational Research. New York: Merril and Macmillan Pub.and Co.
Grellet, F. 1986. A Partical Guide to Reading Comprehension Exercise.
Campbridge: Campbridge University Press.
Haeba. 1999. Comprehends is Special Kinds of the Kind’s Process. Englewood Cliffs Jersey: Prentice Hall, Inc.
Haeba, Jeremi Harmerin. 1999. The Practice Of English Leangue Teaching, Ed, New York: Pearson Education Limited 2001.
Haebah, Masjidah. 2004. The Students’ Achievement in Reading Comprehension.
FKIP Unismuh Makassar.
Hayati, M. 2009. The Impact of Cultural knowledge on Listening Comprehension of EFL Learners. English Language Teaching, 2(3). 34-152.
Heaton, J.B. 1984. Reading English Language Test. London: Longman.
Kustaryo. 1988. Reading Technique for college students. Jakarta; Depdikbud.
Lado, Robert. 1988. Teaching English Across Cultures. London; Mc Graw-Hill, Inc.
Normah, ST 2003. Reading Curriculum. Jakarta: Rineka Cipta.
Otto, Wagne, et al, 1979. How to teach Reading London; Addison. Wesley Publishing Company.Inc.
Pugh. 1978. In article Scanning is Used Within a Text to Located Symbol of Group of World (Such as Particular Pieces of Information). On July 20 2018 Robinson, Alan H. 1988. Teaching Reading and Strategies, Library of Congress
Claloging in publication Data.
Smith, Frank. 1973. Psycholinguistic and Reading. USA: Holt, Richard and Company.
Smith. 1977. The Four Categories in Comprehension Skill. On July 17 2018.
Smith and Robinson. 1980. Meanings of Reading Comprehension. On July 15 2018.
Sudjana, 1992. Metode Statistika. Bandung, PT. Tarsito
Sundayana dkk, 2004. Pengertian bahasa inggris, (online), (http://ilmupengetahuankoe.blogspot.com/2017/07/pengertian-bahasa- inggris.html?m=1, diakses 15 july 2018)
Tomasson, Pauline. 1986. Buku Materi Pokok Cross Culture Understanding.
Jakarta Depdikbud.
Tomlinson, Brian. 1998. Materials Development in Language Teaching.
Copyright by Cambridge University Press. United Kingdom.
Yunus, Suhaeda. 1994. The Application of Culture Material in Reading. FKIP.
Unismuh Makassar.
Yunus. 1999. Reading Comprehension Process. New York: Haspercollins Publisher
LAMPIRAN
THE STUDENTS’ SCORE OF LITERAL READING COMPREHENSION IN PRE-TEST
No. Sample Students’ Literal Reading Comprehension
Total Score
Clasification Main idea Supporting
Details
1 01 3.2 3.8 3.5 Very poor
2 02 3.5 3.5 3.5 Very poor
3 03 3.0 4.0 3.5 Very poor
4 04 5.0 6.0 5.5 Poor
5 05 6.0 4.0 5.0 Very poor
6 06 6.6 5.4 6.0 Poor
7 07 4.2 5.0 4.6 Very poor
8 08 3.6 4.4 4.0 Very poor
9 09 7.6 6.4 7.0 Fair
10 10 5.0 7.0 6.0 Poor
11 11 6.6 6.4 6.5 Fair
12 12 3.5 4.5 4.0 Very poor
13 13 3.5 3.7 3.6 Very poor
14 14 5.1 5.1 5.1 Very poor
15 15 7.5 8.5 8.0 Fairly poor
16 16 7.0 8.0 7.5 Fairly poor
17 17 5.3 7.7 6.5 Fair
18 18 6.0 5.0 5.5 Poor
19 19 8.2 8.8 8.5 Good
20 20 8.0 8.0 8.0 Fairly good
21 21 6.5 7.5 7.0 Fair
22 22 7.0 6.2 6.6 Fair
23 23 4.5 3.5 4.0 Very poor
24 24 3.2 4.0 3.6 Very poor
25 25 4.0 4.0 4.0 Very poor
Total 133.6 140.4 ƩX1= 137
Mean Score 5.344 5.616 5.48
THE STUDENTS’ SCORE OF LITERAL READING COMPREHENSION IN POST-TEST
No. Sample Students’ Literal Reading Comprehension Score
Total Score
Classification Main Idea Supporting
Details
1 01 6.0 6.0 6.0 Poor
2 02 7.0 6.0 6.5 Fair
3 03 6.3 6.7 6.5 Fair
4 04 8.5 7.5 8.0 Fairly good
5 05 8.5 8.5 8.5 Good
6 06 7.5 8.5 8.0 Fairly good
7 07 6.5 7.5 7.0 Fair
8 08 6.0 7.0 6.5 Fair
9 09 8.2 8.8 8.5 Good
10 10 7.6 7.4 7.5 Fairly good
11 11 7.6 8.4 8.0 Fairly good
12 12 6.2 6.8 6.5 Fair
13 13 5.8 6.2 6.0 Poor
14 14 7.0 7.0 7.0 Fair
15 15 9.8 9.2 9.5 Very good
16 16 7.9 8.1 8.0 Fairly good
17 17 9.1 8.9 9.0 Good
18 18 6.0 7.0 6.5 Fair
19 19 9.4 9.6 9.5 Very good
20 20 9.0 9.0 9.0 Good
21 21 7.9 8.1 8.0 Fairly good
22 22 7.8 7.2 7.5 Fairly good
23 23 7.0 7.0 7.0 Fair
24 24 5.0 6.0 5.5 Poor
25 25 7.0 7.0 7.0 Fair
THE STUDENTS’ SCORE OF PRE-TEST AND POST-TEST No. Sample Students’ Literal Reading
Comprehension Score
Gain (X2 – X1)
D2 Pre-test(X1) Post-test(X2)
1 01 3.5 6.0 2.5 6.25
2 02 3.5 6.5 3.0 9
3 03 3.5 6.5 3.0 9
4 04 5.5 8.0 2.5 6.25
5 05 5.0 8.5 3.5 12.25
6 06 6.0 8.0 2.0 4
7 07 4.6 7.0 2.4 5.76
8 08 4.0 6.5 2.5 6.25
9 09 7.0 8.5 1.5 2.25
10 10 6.0 7.5 1.5 2.25
11 11 6.5 8.0 1.5 2.25
12 12 4.0 6.5 2.5 6.25
13 13 3.6 6.0 2.4 5.76
14 14 5.1 7.0 1.9 3.61
15 15 8.0 9.5 1.5 2.25
16 16 7.5 8.0 1.5 2.25
17 17 6.5 9.0 2.5 6.25
18 18 5.5 6.5 1.0 1
19 19 8.5 9.5 1.0 1
20 20 8.0 9.0 1.0 1
21 21 7.0 8.0 1.0 1
22 22 6.6 7.5 0.9 0.81
23 23 4.0 7.0 3.0 9
24 24 3.6 5.5 1.9 3.61
25 25 4.0 7.0 3.0 9
Total ƩX1= 137 ƩX2= 187 ƩD= 51 ƩD²=118.3
Mean Score 5.48 7.48
1.Calculating the mean score a. Mean score of pre-test
̅ ∑ ̅
̅
b. Mean score of post test ̅ ∑
̅ ̅
c. Mean score of gain (D)
̅ ∑
̅
̅
2.Percentage of the students’ improvement
3.Test of significance difference Calculating the t-test value of mean
Ʃ D2 = 118.3 Ʃ D = 51
N = 25 ̅ =
=
= 2.04
t = ̅
√
t =
√
t =
√
t =
√
t =
√
t = √ t = t = 3.565
CRITICAL VALUE OF T-TABLE
df
Level of Sigbificant for One-tailed test
.01 .05 .025 .01 .005 .0005
Level of Significant for one-tailed test
.01 .10 .05 .02 .01 .001
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 40 60 120
3.078 1.885 1.638 1.533 1.476 1.440 1.415 1.397 1.383 1.372 1.363 1.356 1.350 1.345 1.341 1.337 1.333 1.330 1.328 1.325 1.323 1.321 1.319 1.318 1.316 1.315 1.314 1.313 1.311 1.310 1.303 1.296 1.289 1.282
6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 1.753 1.786 1.740 1.734 1.279 1.725 1.721 1.717 1.714 1.711 1.708 1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645
12.7016 4.303 3.182 2.776 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.179 2.160 2.145 2.131 2.120 2.110 2.101 2.093 2.086 2.080 2.074 2.069 2.064 2.060 2.056 2.052 2.048 2.045 2.042 2.021 2.000 1.980 1960
31.821 6.965 4.541 3.747 3.365 3.143 2.998 2.896 2.821 2.764 2.718 2.681 2.650 2.624 2.602 2.583 2.567 2.552 2.539 2.528 2.518 2.508 2.500 2.492 2.485 2.479 2.473 2.467 2.462 2.457 2.423 2.390 2.358 2.326
63.657 9.925 5.841 4.604 4.032 3.307 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831 2.819 2.807 2.797 2.787 2.779 2.771 2.763 2.756 2.750 2.704 2.660 2.617 2.576
636.619 31.598 12.941 8.610 6.859 5.959 5.405 5.041 4.781 4.587 4.437 4.318 4.221 4.140 4.073 4.015 3.965 3.922 3.883 3.850 3.819 3.792 3.767 3.745 3.725 3,707 3.690 3.674 3.659 3.646 3.551 3.460 3.373 3.291 Fisher and Yates(1963)
Pre-test and Post-test
KAJANG AMMATOA
Kajang tribe or better known as the Indigenous Ammatoa is a tribe found in South Sulawesi culture in Kajang Society can be encountered in Bulukumba more precisely districts awning. A Tribe Classic is still thick will very sacred customs. This tribe is one of the tribes that still maintain local knowledge to date
The tribe is located in South Sulawesi precisely about 200 kilometers east of Makassar. Kajang main tribal village is the village of Tana Toa. The rest, they are scattered in villages Bonto Baji, Malleleng, Pattiroang, Stone Nilamung, and mining. This tribe inhabits a sub-districts Kajang, which is part of the district Bulukumba (area best known boat builders phinisi with sailors accomplished this tribal principle that, Kajang area is the area "kamase-masea.
Indigenous entering the area, people are not allowed to wear footwear, including guests who come from outside. The house is the home of the ugliest indigenous leaders. The walls were only made of bamboo. While five other indigenous leaders have a better home than Ammatowa
In Kajang community life, women are required to be made of fabric and cooking. While the men are obliged to work in the fields and make a house of wood supplies. The source of all activities or lifestyle or customary law derived from "pappasang" (a kind of law memorized by oral hereditary). Law
"Pappasang" is a sort of unwritten laws that should not be violated. Who is breaking will be hit "pangellai", reprimand or punishment.
Every time after harvest they have always held a traditional ceremony intended as a thank you to the Creator. The traditional ceremony called Rumatang is chaired by Ammatowa. Uniquely lunch at the edge of paddy fields have certain requirements. Rice is prepared to be of black rice. Because this kind of rice is the first time can be planted by their ancestors. The ceremony continued with a lunch a type of liquor drinking typical South Sulawesi called "ballo".
Stilt houses are all facing west neat, especially those located in the hamlet where the house Amma Toa Fortress is located. Looked several houses that line from north to south, in other words, every house is built facing west. Building a house against the direction of the rising sun is believed able to give a blessing. In front of the house there is a row of stone fences times as high as one meter.
Amma Toa home is a few houses from the north. Forms tribal house awning is very unique. The building houses the general typical South Sulawesi is
home stage. But Kajang tribe has a unique shape that is a separate stage house, the kitchen is located at the front, facing the main road. So, if you enter one of the houses "Kajang tau", which first appeared is the kitchen. It symbolizes simplicity, and wanted to show what their
Black is a custom color condensed sanctity and when we enter the area of clothing Ammatoa we have to be black. All black is the same. The black color indicates the strength, equality for everyone before the creator.
Their clothes are clothes woven itself ,. Customary law is based on the book of Kajang Community will still stand. Making clothes is a requirement for a woman to be married. So that the life of women without skills to make clothes, cannot get married. Making clothes is done traditionally, starting from yarn manufacturing, dyeing process to weave them into a piece of cloth.
Community dance Kajang, while the dance is performed is "Pabatte Passapu" or "Cockfighting". In the language of the Bugis Konjo gore are tribal languages which have as a medium of communication between the members of tribal communities awning.
Their religion is Islam, and will be angry if it says are not Muslims. But when viewed more deeply, people Kajang still embrace animism, dynamism or totemism. The source is "patuntung", so some say that religion is the religion of the Kajang "Patuntung". Patuntung religion is a kind of traditional ceremonies, and highly visible at events death.
PRE-TEST
Answer the question below!
1. What is the main idea of the second paragraph?
2. What is about the topic of the text?
3. Read the text and find the supporting details!
4. What is the meaning of the color black in traditional clothes kajang?
5. Make a conclusion from the text above by using your own word!
POST-TEST
Answer the question below!
1. What is the main idea of the second paragraph?
2. Read the text and find the supporting details!
3. What language used Kajang community as a communication tool between people?
4. What is the meaning of the word pangellai?
5. Make a conclusion from the text above by using your own word!
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA Negeri 8 Selayar Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1 Pertemuan Ke : 1
Alokasi Waktu : 2 x 45 menit
A. Standar Kompetensi
Memahami makna teks bacaan pendek yang behubungan dengan budaya dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
Memahami makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks bacaan yang berhubungan dengan budaya.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi
Nilai Budaya Dan Karakter Bangsa
Mengidentifikasi makna bacaan dalam teks yang dibaca
Mengidentifikasi makna kalimat dalam teks yang dibaca
Membaca dan memahami makna wacana yang di bahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topik dari teks yang dibaca
Mengidentifikasi informasi tertentu
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri
D. Tujuan Pembelajaran
Siswa dapat memahami makna kata dalam teks yang dibaca
Siswa dapat memahami makna kalimat dalam teks yang dibaca
Siswa dapat memahami komplikasi dalam sebuah bacaan dalam bentuk materi budaya
Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
E. Materi Pokok
Identify factual meaning in the texts;
Reading and understanding culture oriented material.
The history of the Buginesse and Word Origin 'Buginesse'
Buginesse is a tribe belonging to the tribes Deutero-Malays, or Malay youth. into the archipelago after the first wave of migration from mainland Asia rather Yunan. The word 'Bugis' is derived from the Ugi, which means the Bugis.
Naming 'Ugi' itself refers to the name of the first king of the kingdom of China (not the Chinese state, but one of the areas contained in the peninsula of South Sulawesi precisely the District Pammana Wajo today) is La Sattumpugi.
When the people of La Sattumpugi named themselves, they refer to their king. They called him as Ugi or people / followers of La Sattumpugi. He is the father of Sattumpugi We Cudai and brothers with Batara Lattu, father of Sawerigading. Sawerigading himself is the husband of We Cudai and gave birth to several children, including La Galigo who made the greatest literature in the world, amounting to approximately 9,000 folio pages. Sawerigading Opunna Ware (lordship in ware) is a story set in the literature I La Galigo in the tradition of the Bugis community. Stories Sawerigading also known in the community tradition Luwuk Banggai, Kaili, Gorontalo and several other traditions such as the Buton in Sulawesi. In its development, this community evolved and formed
several other kingdoms. The Bugis people then develop the culture, language, alphabet, their own government. Some classic Bugis kingdom and among others Luwu, Bone, Wajo, Soppeng, Suppa and Sawitto (Pinrang), Sidenreng and Rappang. Although scattered and forming ethnic Bugis, but the marriage process causes their blood ties with Makassar and Mandar. Currently the Bugis people scattered in several districts, Luwu, Bone, Wajo, Soppeng, Sidrap, Pinrang, Sinjai, Barru. The transition area between the Bugis and Makassar is Bulukumba, Sinjai, Maros, Pangkajene Islands. Bugis with Mandar transition area is the District policing and Pinrang.
Because of the Bugis community spread in fertile lowlands and coastal areas, then most of the Bugis people live as farmers and fishermen. Another desirable livelihood Bugis people are traders. Besides the Bugis people also fill government bureaucracy and devote itself to education. The conflict between the kingdom of Bugis and Makassar and conflict among the Bugis kingdom on 16,17,18 and 19th centuries, causing no calm area of South Sulawesi. This led many people to migrate Bugis especially coastal areas. Bugis community can almost always be found in coastal areas in the archipelago even to Malaysia, the Philippines, Brunei and Thailand. Cultural nomads who owned the Bugis driven by a desire for independence.
Taken from www.aesopfables.com
F. Kegiatan Pembelajaran Kegiatan Awal - Doa
- Absensi
- Apersepsi, motivasi:dengan mengarahkan siswa pada situasi pembelajaran
Kegiatan Inti
- Guru menjelaskan tentang Culture Oriented Materials.
- Guru membagikan kepada siswa teks bacaan Culture Oriented Materials.
- Siswa membaca teks bacaan Culture Oriented Materials.
- Siswa menjawab soal pertanyaan tentang teks bacaan Culture Oriented Materials.
Kegiatan Akhir
- Menanyakan kesulitan yang dihadapi siswa
- Menugaskan siswa mengungkapkan apa yang dipahami tentang teks bacaan pendek.
- Guru memberikan kesimpulan dari materi yang telah diajarkan.
- Salam.
G. Media, Alat dan Sumber Pembelajaran
Internet, Buku Pelajaran Bahasa Inggris, Papan Tulis, Spidol
H. Assessment
1. Teknik: Membaca dan Menulis 2. Menjawab Pertanyaan
I. Kriteria Penilaian
a. Teknik : Test Tulis
b. Bentuk Instrument : Menjawab pertanyaan berdasarkan text dan membuat kesimpulan dari text.
c. Rubrik Penilaian :
NO Main Idea Score
1 Clearly identified the main idea by providing strong evidence, details relating to the main idea.
4
2 Identified main idea and provided adequate evidence, details relating to the main idea.
3
3 Limited main idea identification and limited evidence, details relating to the main idea.
2
4 Did not identify the main idea of the story or provided any limited evidence, details relating to the main idea.
1
NO Criteria Supporting Details Score 1 Relevant, telling, quality details give reader important
information that goes beyond the obvious or predictable.
4
2 Supporting details and information were relevant, but one key issues maybe unsupported or more predictable than others.
3
3 Supporting details and information were relevant, but one key issues maybe unsupported or fairly predictable.
2
4 Supporting details and information were relevant, but several key issues were unsupported or were fairly predictable.
1
Scoring =
x 100
Selayar, 2018
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA Negeri 8 Selayar Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1 Pertemuan Ke : 2
Alokasi Waktu : 2 x 45 menit
A. Standar Kompetensi
Memahami makna teks bacaan pendek yang behubungan dengan budaya dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
Memahami makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks bacaan yang berhubungan dengan budaya.
Indikator Pencapaian Kompetensi
Nilai Budaya Dan Karakter Bangsa
Mengidentifikasi makna bacaan dalam teks yang dibaca
Mengidentifikasi makna kalimat dalam teks yang dibaca
Membaca dan memahami makna wacana yang di bahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topik dari teks yang dibaca
Mengidentifikasi informasi tertentu
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri
D. Tujuan Pembelajaran
Siswa dapat memahami makna kata dalam teks yang dibaca
Siswa dapat memahami makna kalimat dalam teks yang dibaca
Siswa dapat memahami komplikasi dalam sebuah bacaan dalam bentuk materi budaya
Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
Siswa dapat memahami inti dari bacaan yang di baca E. Materi Pokok
Identify factual meaning in the texts;
Reading and understanding culture oriented material.
A TRADITIONAL WEDDING CEREMONY IN THE EAST AREA OF BULUKUMBA, SHOUTH SULAWESI
In every culture a wedding is always an extraordinary event. As it in Makassar culture, especially in Bulukumba culture. Traditionally, in Bulukumba culture before the wedding day a bridge has to stay at her home for 40 days. What is happening during that time? It is called “TAROLONG” the girl particulary has to keep her body and face clean using a kind of traditional verbal powder called
“BA’RA DIDI” so that on the wedding day her skin will look bright and soft.
On the next day bride’s family is visited by the bridegroom parents to take an approach, discuss, decide the value of the gifts and wedding ceremony. It is time called “MA’DUTA”. After that, there ia a ceremony called “MAPACCING”
in which the bride is bathed with water containing a mixture of kind of flower and daun pandan. The she is dressed up by “ANRONG BUNTING” she help as beautician. These time also the bride gitting in the room to read the Holy-Quran. It means that she finished her studying and is able tovread the Holy-Quran.
On the wedding day, the bridegroom has to promise in the “IJAB
responsible to his wife and family. As in many culture, the bridegroom also that has to given one another. The rich man of bridegroom will be more expensive.
There is also a simple way, they only present a Holy-Quran and wedding ring as their wedding gifts.
The next day, the bride and bridegroom meet each other in wedding ceremony after IJAB KABUL day. That walk in row, hading up things, such as a special food, traditional cakes, fruits clothes, etc. on this occasion goods are brought by twelve young ladies wearing “BAJU BODO, LIPA SA’BE”. Then, the bride and bridegroom sit in the bridal couch. In this time many of her and friend come to the party.
F. Kegiatan Pembelajaran Kegiatan Awal - Doa
- Absensi
- Apersepsi, motivasi:dengan mengarahkan siswa pada situasi pembelajaran
Kegiatan Inti
- Guru menjelaskan tentang Culture Oriented Materials.
- Guru membagikan kepada siswa teks bacaan Culture Oriented Materials.
- Siswa membaca teks bacaan Culture Oriented Materials.
- Siswa menjawab soal pertanyaan tentang teks bacaan Culture Oriented Materials.
Kegiatan Akhir
- Menanyakan kesulitan yang dihadapi siswa
- Menugaskan siswa mengungkapkan apa yang dipahami tentang teks bacaan pendek.
- Guru memberikan kesimpulan dari materi yang telah diajarkan.
- Salam.
G. Media, Alat dan Sumber Pembelajaran
Internet, Buku Pelajaran Bahasa Inggris, Papan Tulis, Spidol.
H. Assessment
3. Teknik : Membaca dan Menulis 4. Menjawab Pertanyaan
I. Kriteria Penilaian
d. Teknik : Test Tulis
e. Bentuk Instrument : Menjawab pertanyaan berdasarkan text dan membuat kesimpulan dari text.
f. Rubrik Penilaian :
NO Main Idea Score
1 Clearly identified the main idea by providing strong evidence, details relating to the main idea.
4
2 Identified main idea and provided adequate evidence, details relating to the main idea.
3
3 Limited main idea identification and limited evidence, details relating to the main idea.
2
4 Did not identify the main idea of the story or provided any limited evidence, details relating to the main idea.
1
NO Criteria Supporting Details Score
1 Relevant, telling, quality details give reader important information that goes beyond the obvious or predictable.
4
2 Supporting details and information were relevant, but one key issues maybe unsupported or more predictable than others.
3
3 Supporting details and information were relevant, but one key issues maybe unsupported or fairly predictable.
2
4 Supporting details and information were relevant, but several key issues were unsupported or were fairly predictable.
1